STATE MODEL SYLLABUS FOR UNDER GRADUATE COURSE IN EDUCATION - UNDER CHOICE BASED CREDIT SYSTEM
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BA Education (Honours, Elective & Pass) Syllabus 2019-2020
STATE MODEL SYLLABUS FOR
UNDER GRADUATE
COURSE IN EDUCATION
(Bachelor of Arts Examination)
UNDER
CHOICE BASED CREDIT SYSTEM
Page 1 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
Course structure of UG Education Honours
Semester Course Course Name Credits Total marks
I AEC-I AEC-I 04 100
C-I 04 75
Educational Philosophy
C-I Practical 02 25
C-II 04 75
Educational Psychology
C-II Practical 02 25
GE-I GE-I 04 75
GE-I Practical 02 25
20
II AEC-II AEC-II 04 100
C-III 04 75
Educational Sociology
C-III Practical 02 25
C-IV Changing Pedagogical 04 75
C-IV Practical Perspective 02 25
GE-II GE-II 04 75
GE-II Practical 02 25
20
III C-V Educational Assessment and 04 75
C-V Practical Evaluation 02 25
C-VI 04 75
Educational Research
C-VI Practical 02 25
C-VII 04 75
Statistics in Education
C-VII Practical 02 25
GE-III GE-III 04 75
GE-III Practical 02 25
SEC-I SEC-I 04 100
Page 2 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
26
IV C-VIII 04 75
History of Education in India
C-VIII Practical 02 25
C-IX 04 75
Curriculum Development
C-IX Practical 02 25
C-X 04 75
Guidance and Counseling
C-X Practical 02 25
GE-IV GE-IV 04 75
GE-IV Practical 02 25
SEC-II SEC-II 04 100
26
Semester Course Course Name Credits Total marks
V C-XI Development of Education in 04 75
C-XI Practical Odisha 02 25
C-XII Information And 04 75
C-XII Practical Communication Technology in 02 25
Education
DSE-I A. Pedagogy of language 04 75
(English)
DSE-I Practical 02 25
B. Pedagogy of language
(Odia)
DSE-II A. Pedagogy of Social Sciences 04 75
B. Pedagogy of Mathematics
DSE-II Practical 02 25
24
VI C-XIII Contemporary Trends and 04 75
C-XIII Practical Issues in Indian Education 02 25
C-XIV Educational Management and 04 75
C-XIV Practical Leadership 02 25
DSE-III A. Policy and Practices in 04 75
School Education in India
Page 3 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
DSE-III Practical B. Policy and Practices in 02 25
Higher Education in India
DSE-IV Inclusive Education (Theory) 04 75
DSE-IV Practical 02 25
OR
DSE-IV Dissertation 06 100*
24
Page 4 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
EDUCATION
HONOURS PAPERS:
Core course – 14 papers
Discipline Specific Elective – 4 papers
Generic Elective for Non Education students – 4 papers. -
Marks per paper - Midterm : 15 marks, End term : 60 marks, Practical : 25 marks
Total – 100 marks
Credit per paper – 6
Core Paper I
EDUCATIONAL PHILOSOPHY
Learning Objectives:
On completion of this course, the learners shall be able to:
• State and analyze the meaning of education and form own concept on education
• Explain philosophy as the foundation of education
• Analyze aims of education
• Describe the essence of different formal philosophies and draw educational
implications
• Compare and contrast Indian and western philosophies of education
UNIT 1: Education in Philosophical Perspective
(i) Etymological meaning of education
(ii)Narrower and broader meaning of education, Lifelong Education
(iii) Aims of Education- Individual and Social Aims of Education
(iv) Meaning and nature of philosophy
(v) Branches of Philosophy- Metaphysics, Epistemology and Axiology, and its
educational implications
(vi) Functions of Philosophy in relation to education
UNIT 2: Formal Schools of Philosophy and their Educational Implications
(i) Idealism, Naturalism, Pragmatism with reference to: Aims of Education, Curriculum,
Methods of Teaching, Role of Teacher, Discipline
UNIT 3: Indian Schools of Philosophy and their Educational Implications
(i) Common Characteristics of Indian Philosophy
(ii) Sankhya, Vedanta, , Buddhism, Jainism with reference to:
Philosophical tenets, Aims of education, Curriculum, Methods of Teaching, Role of
Teacher
UNIT 4: Educational Thought of Western and Indian Thinkers
(i) Plato
Page 5 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
(ii)Dewey
(iii)Gopabandhu Das
(iv) Gandhi
(v) Tagore
(vi) Aurobindo
PRACTICAL
• Field visit to a seat of learning in the locality and prepare report.
NB: It will be evaluated by both the of internal core -1 internal and External examiners.
Text Books
• Safaya, R.N. & Shaida, B.D. (2010). Modern Theory and Principles of Education.
New Delhi: Dhanpatrai Publishing Company Pvt. Ltd. Nayak, B.K. (2018).
• Ravi, Samuel.S. (2015). A Comprehensive Study of Education. Delhi: PHI Learning
Pvt. Ltd.
• Taneja, V.R. (2000). Educational thought and practice. New Delhi: Sterling
Publishers Pvt. Limited.
Reference Books
• Aggrawal, J.C. (2013). Theory and principle of education. New Delhi: Vikash
Publishing House Pvt Ltd.
• Anand, C.L. et.al. (1983). Teacher and education in emerging in Indian society, New
Delhi: NCERT.
• Brubacher, John.S.(1969). Modern philosophies of education. New York: McGraw
Hill Co.
• Clarke, P. (2001). Teaching and learning: The Culture of pedagogy. New Delhi: Sage
Publication.
• Dash, B.N. (2011) Foundation of education, New Delhi; Kalyani Publishers.
• Dewey, John (1916/1977). Democracy and education. New York: MacMillan.
• Dewey, John (1956). The Child and the curriculum, school and society. Chicago,
Illinois: University of Chicago Press.
• Dewey, John (1997). Experience and education. New York: Touchstone.
• Ganesh, Kamala & Thakkar, Usha (Ed.) (2005). Culture and making of identity in
India. New Delhi: Sage Publications.
• Govt. of India (1986/’92). National policy on education. New Delhi: MHRD.
• Krishnamurthy, J. (1953). Education and significance of life. New Delhi: B.I.
Publications
• Kumar Krishna (1996). Learning from conflict. New Delhi: Orient Longman.
• Ministry of Education (1966). Education and national development. New Delhi:
Ministry of Education, Government of India.
• Ornstein, Allan C. & Levine, Daniel U. (1989).Foundations of education (4th
Edn.). Boston: Houghton Mifflin Co.
• Pathak, R. P. (2012). Philosophical and sociological principles of education. Delhi:
Pearson. Pathak, Avijit (2002). Social implications of schooling. New Delhi:
Rainbow Publishers.
• Peters, R.S. (1967). The Concept of education. London: Routledge Kegan & Paul.
Page 6 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
Radhakrishnan, S. Indian philosophy Vol. I and Vol. II
• Ross, James S.(1981). Ground work of educational theory.Delhi: Oxford University
Press Rusk, Robert R., Philosophical bases of education, London: Oxford University
Press.
• Salamatullah, (1979). Education in social context. New Delhi: NCERT.
• Srinivas, M.N., (1986). Social changes in modern India. Bombay: Allied Publishers.
• Wingo, G. Max (1975). Philosophies of education. New Delhi: Sterling Publisher Pvt.
Limited.
Core Paper II
EDUCATIONAL PSYCHOLOGY
Learning Objectives:
On completion of this course, the learners shall be able to:
• Explain the concept of educational psychology and its relationship with psychology.
• Understand different methods of educational psychology.
• Describe the theoretical perspectives of educational psychology.
• Explain the concepts of growth and development of child and adolescence, and
underlined general principles of growth and development.
• Describe briefly the periods and the typical characteristics of growth and development
during childhood and adolescence.
• Specify the contexts and factors influencing development.
• Explain the theory of cognitive development and its educational implications.
• State the different forms and characteristics of individual differences and the ways of
meeting the classroom issues arising out of the differences.
• Identify the learning needs during the different stages of development and adopt
appropriate strategies in and out of school to meet the learning needs.
UNIT 1: Educational Psychology in Developmental Perspective
(i) Meaning, nature, scope and relevance of educational psychology
(ii) Methods of educational psychology- observation, experimentation, and case study
(iii)Application of educational psychology in understanding learner
(iv) Growth and Development-Concept, difference between growth and development, and
principles of growth and development
(v) Characteristics of development during adolescence in different areas: Physical, social,
emotional and intellectual (with reference to Piaget)
UNIT 2: Intelligence, Creativity and Individual difference
(i) Individual difference-concept, nature, factors and role of education
Page 7 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
(ii) Intelligence- meaning and nature of intelligence, concept of I.Q, theories of
intelligence- Two factor theories, Guildford’s structure of intelligence (SI) model,
Gardner’s multiple theory of intelligence.
(iii) Measurement of intelligence- individual and group test, verbal, non-verbal test
(iv) Creativity- meaning, nature and stages of creative thinking, strategies for fostering
creativity
UNIT 3: Learning and Motivation
(i) Learning- meaning, nature and factors of learning
(ii) Theories of learning with experiment and educational implications-
(iii)Classical conditioning, operant conditioning, insightful learning and constructivist
approach to learning
(iv) Motivation – concepts, types, and techniques of motivation
UNIT 4: Personality and Mental health
(i) Personality- meaning and nature of personality
(ii) Theories- type theory and trait theory
(iii)Assessment of personality- subjective, objective and projective techniques
(iv) Mental health-concept, factors affecting mental health and role of teacher, mental
health of teacher.
(v) Adjustment mechanism: Concept and Types
PRACTICAL
• Administration and interpretation of any psychological test relating to intelligence or
personality
N.B: It will be evaluated by both the Internal and External examiners.
Text Books
• Woolfolk, A. (2015). Educational psychology (9th Ed.). New Delhi: Pearson
Publication
• Chauhan, S.S. (2010). Advanced educational psychology. New Delhi: Vikas
Publishing House Pvt. Ltd.
• Mangal, S.K. (2002). Advanced educational psychology. New Delhi: Prentice Hall of
India.
Reference Books
• Arnett, J. (2007). Adolescence and emerging adulthood: A cultural approach. (3rd
Edn.). Upper Saddle River, N.J.: Pearson.
• Berk, Laura E. (2011). Child development (9th Edn.). New Delhi: Prentice Hall of
India.
• Flavell, J.H. (1963). The developmental psychology of Jean Piaget. New York: Van
Page 8 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
Nostrand
• Hurlock, E. B. (1980). Developmental psychology: All span approach. New York:
McGraw Hill Book.
• Hurlock, E.B. (1980). Child development (6th Edn.). Tokyo: McGraw-Hill,
Kogakusha Ltd.
• Hurlock, E.B. (2007). Child growth and development. New York: McGraw Hill.
• Kail, Robert V (2011). Children and their development (6th Edition). Englewood
Cliffs, N.J: Prentice Hall.
• Stephens, J. M.; Evans, E. D.(1973). Development and classroom learning: An
introduction to educational psychology. New York: Holt, Rinehart and Winston
Core Paper III
EDUCATIONAL SOCIOLOGY
Learning Objectives:
On completion of this course, the students shall :
• State the relationship between education and society.
• Understand the meaning of Educational Sociology and function of education as a
social system.
• State different agencies of education and their functions.
• Justify the importance of education for social change.
• Describe the role of education in modernization and globalization.
• Describe the function of education to ensure equality and equity.
UNIT 1: Education and Society
(i) Relationship between education and society, school as a miniature society
(ii) Educational Sociology- Concept, nature, scope and importance;
(iii)Relationship between education and sociology.
(iv) Education as a process of Socialization.
(v) Education and Politics, Education and Economic Development
UNIT 2: Agencies of Education
(i) Family- Importance, functions and role for education and socialization of the children
(ii) School - Importance, functions and role for education and socialization of the children
(iii)Society- Importance, functions and role for education and socialization of the children
(iv) Mass Media- Importance, functions and role for education and socialization of the
children
UNIT 3: Education, Social change and Modernization
(i) Concept of social change and factors affecting Social Change
(ii) Education as an instrument of social change and social control
(iii)Concept and Attributes of modernization
Page 9 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
(iv) Education for accelerating the process of modernization
(v) Impact of Globalization on Education
UNIT 4: Equalization of Educational opportunities for ensuring equity and Inclusion
(i) Concept of equality, equity and inclusion: its educational implication
(ii) Ensuring equality in the Education of SC and ST
(iii)Education for Women Empowerment
(iv) Inclusive Education with reference to children with special needs(CWSN)
PRACTICAL
Field Visit: Study of a social unit (Home/School/Village/slum) and reporting.
NB: It will be evaluated by both the internal and external examiners
Text Books
• Mathur, S. S. (2000). A sociological approach to Indian education. Agra : Vinod
Pustak Mandir.
• Pathak, R. P. (2012). Philosophical and sociological principles of education. Delhi:
Pearson.
• Bahttacharya, S. (2006). Sociological Foundation of Education. New Delhi: Atlantic
Reference Books
• Ravi, Samuel.S.(2015). A Comprehensive Study of Education. Delhi: PHI Learning
Pvt. Ltd.
• Safaya, R.N. & Shaida, B.D. (2010), Modern theory and principles of education.
New Delhi: Dhanpati Publising Company Pvt. Ltd.
• Aggrawal, J.C.(2013). Theory and principle of education. New Delhi: Vikash
Publishing House Pvt Ltd.
• Anand, C.L. et.al. (1983). Teacher and education in emerging in Indian society, New
Delhi: NCERT. Brubacher, John.S.(1969). Modern philosophies of education. New
York: McGraw Hill Co.
• Clarke, P. (2001). Teaching and learning: The Culture of pedagogy. New Delhi: Sage
Publication.
• Dewey, John (1916/1977). Democracy and education. New York: MacMillan.
• Dewey, John (1956). The Child and the curriculum, school and society. Chicago,
Illinois: University of Chicago Press.
• Dewey, John (1997). Experience and education. New York: Touchstone.
• Ganesh, Kamala & Thakkar, Usha (Ed.) (2005). Culture and making of identity in
India. New Delhi: Sage Publications.
• Govt. of India (1986/’92). National policy on education. New Delhi: MHRD.
Ministry of Education (1966). Education and national development. New
Delhi: Ministry of Education, Government of India.
Page 10 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
• Ornstein, Allan C. & Levine, Daniel U. (1989).Foundations of education (4th
Edn.). Boston: Houghton Mifflin Co.
• Pathak, Avijit (2002). Social implications of schooling. New Delhi: Rainbow
Publishers.
• Salamatullah, (1979). Education in social context. New Delhi: NCERT.
Saraswati, T.S. (Ed.) (1999).Culture, socialization and human development.
Theory, research and applications in India. New Delhi: Sage Publication.
• Taneja, V.R. (2000). Educational thought and practice, New Delhi: Sterling
Publishers Pvt. Limited.
Core Paper IV
CHANGING PEDAGOGICAL PERSPECTIVE
Learning Objectives:
On completion of this course, the students shall:
• Explain the concept of pedagogy
• Differentiate pedagogy from other allied concepts
• Explain different teaching task with example
• Establish relationship between teaching and learning
• List out different approaches and methods of teaching
• Prepare a lesson plan following different designs
UNIT 1: Concept of Teaching and Learning
(i) Meaning and definition of teaching and learning
(ii) Relationship between teaching and learning
(iii)Variables involved in teaching task: independent, dependent and intervening
(iv) Phases of teaching: Pre- active, inter- active and post- active
(v) Levels of teaching: memory, understanding and reflective
(vi) Lesson plan design- The Herbartian steps, 5 E and ICON design model
UNIT 2: Theories of Teaching
(i) Meaning and nature of teaching theory
(ii) Types of teaching theories:
(iii)Formal theories of teaching- communication theory of teaching
(iv) Descriptive theories of teaching– Gagne’s hierarchical theory of instruction and
Bruner’s cognitive theory of instruction
(v) Normative theories of teaching - Mitra’s psychological theory of teaching and
Clarke’s general theory of teaching
Page 11 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
UNIT 3: Principles and maxims of teaching
(i) General principles of teaching
(ii) Psychological principles of teaching
(iii)Maxims of teaching
(iv) Core teaching skills: Introducing the lesson, explaining, illustrating with examples,
stimulus variation, and reinforcement, questioning, probing questions, closure.
UNIT 4: Approaches and methods of Teaching
(i) Concept of approach, method, strategy and techniques
(ii) Methods of teaching: inductive-deductive, analytic- synthetic, problem solving and
project
(iii)Shift in focus from teaching to learning- constructivist approach to learning
PRACTICAL
• Preparation of rating scale/ checklist /observation schedule to evaluate classroom
teaching and reporting.
NB: It will be evaluated by both the internal and external examiners
Text Books
• Kochar, S.K.(2011). Methods and Techniques of teaching. Sterling Publisher Pvt.
Ltd., New Delhi
• Chauhan, S.S.(1995). Innovations of teaching learning process. Vikash Publishing
House, New Delhi
• Sharma, R.A.(1986).Technology of Teaching. International Publishing House,
Meerut.
Reference Books
• Aggarwal, J.C.(1995). Essentials of Educational Technology. Vikash Publishing
House, New Delhi
• Walia, J.S. (2013). Educational Technology. Jalandhar, Punjab: Ahim Publications.
• Mangal, S.K. and Mangal, U.(2010) Essentials of Educational Technology, New
Delhi, PHI Learning Pvt. Limited
• Mangal, S.K.(1988) Foundations of Educational Technology, Ludhiana, Tandan
Publications
• Nageswar Rao, S., Sreedhar, P. & Rao, B.(2007). Methods and techniques of
teaching, Sonali Publications, New Delhi
• Oliver,R.A. (1963) Effective teaching, JM Dent & Sons
• Pathak, R.P. & Chaudhary, J. (2012) Educational Technology, Pearson, New Delhi
• Ryburn, W.M.(1955) Principles of Teaching, Geoffrey Cembridge, OUP
• Sampath,K, Pannir Salvam,A.,& Santhanam, S.(1981) Introduction to Educational
Technology, Sterling Publisher, New Delhi
Page 12 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
Core Paper V
EDUCATIONAL ASSESSMENT AND EVALUATION
Learning Objectives:
On completion of this course, the students will.
• State the nature, purpose and types of educational assessment and evaluation.
• Develop and use different types of tools and techniques for continuous and
comprehensive assessment of learning in the school situation.
• Explain the importance of assessment for learning and its processes for enhancing the
quality of learning and teaching.
• Describe the characteristic of a good test.
• Analyze the trends and issues in learning and learner assessment.
• Analyze and interpret results of the assessment using standard score.
• Illustrate the principles of test construction in education.
UNIT 1: Assessment and Evaluation in Education
(i) Understanding the meaning and purpose of test, measurement, assessment and
evaluation
(ii) Scales of measurement- nominal, ordinal, interval and ratio
(iii)Types of test- teacher made and standardized
(iv) Approaches to evaluation- placement, formative, diagnostic and summative
(v) Types of evaluation- norm referenced and criterion referenced
(vi) Concept and nature of continuous and compressive evaluation
UNIT 2: Instructional Learning Objectives
(i) Taxonomy of instructional Learning Objectives with special reference to cognitive
domain
(ii) Criteria of selecting appropriate Learning Objectives, and stating of general and
specific instructional Learning Objectives
(iii)Relationship of evaluation procedure with Learning Objectives
(iv) Difference between objective based objective type test and objective based essay type
test
UNIT 3: Tools and Techniques of Assessment and construction of Test
(i) Steps of test construction: planning, preparing, trying out and evaluation
(ii) Principles of construction of objective type test items- matching, multiple choice,
completion and true – false
(iii)Principles of construction of essay type test
(iv) Non- standardized tools: Observation schedule, interview schedule, rating scale,
check list, portfolio and rubrics .
UNIT 4: Characteristics of a good Test
(i) Validity-concept, types and methods of validation
(ii) Reliability- concept and methods of estimating reliability
Page 13 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
(iii)Objectivity- concept and methods of estimating objectivity
(iv) Usability- concept and factors ensuring usability
PRACTICAL
• Construction of Unit test on a school subject based on blueprint and reporting.
NB: It will be evaluated by both Internal and External examiners.
Text Books
• Aggrawal, J.C. (1997). Essentials of examination system, evaluation, tests and
measurement. New Delhi: Vikas Publishing House Pvt Ltd.
• Goswami, M. (2011). Measurement and evaluation in psychology and education.
Hyderabad: Neelkamal Publishers
Gronlund, N.E. (2003). Assessment of student Achievement. Boston: Allyn & Bacon
• Singh, A.K. (2016). Tests, measurements and research methods in behavioural
sciences. New Delhi: Bharati Bhawan Publishers.
Reference Books
• Anastasi, A.(1976). Psychological testing. New York: Macmillan Publishing Co.
• Anderson, L.W. (2003). Classroom assessment: Enhancing the quality of teacher
decision making.
• Banks, S.R. (2005). Classroom assessment: issues and PRACTICES. Boston: Allyn
& Bacon.
• Blooms, B.S.(1956). Taxonomy of educational Learning Objectives. New York:
Longman Green and Company
• Cohen, R.J., Swerdlik, M.E., & Phillips, S.M. (1996). Psychological testing and
assessment. an introduction to the tests and measurement. California: Mayfield
Publishing Co.
• Earl, L.M. (2006). Assessment as learning: using classroom assessment to maximize
student learning. Thousand Oaks, California: Corwin Press
• Hopkins, KD. (1998). Educational and psychological measurement and evaluation.
Boston: Allyn and Bacon.
• Linn, R.L. & Gronlund, N.E. (2000). Measurement and assessment in teaching.
London: Merrill Prentice Hall.
Macmillan, J.H. (1997). Classroom assessment, principles and practice for effective
instruction. Boston: Allyn and Bacon
• Mohan, R. (2016). Measurement evaluation and assessment in education. Delhi: PHI
Learning Pvt. Ltd.
• National Council of Educational Research and Training (2006). Position paper:
Examination Reforms. New Delhi: NCERT
• Noll, N.H. S cannell, D.P. & Craig, RC. (1979). Introduction to educational
measurement. Boston: Houghton Miffin.
Core Paper VI
EDUCATIONAL RESEARCH
Learning Objectives:
Page 14 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
On completion of this course, the student will:
• Describe nature, scope and limitation of educational research.
• Understand different types and methods of educational research.
• Explain sources from where knowledge could be obtained.
• Describe the process of research in education.
• Analyze research design in education.
• Illustrate procedure of collecting and analyzing data.
• Prepare the research report.
UNIT 1: Concept and Types of Educational Research
(i) Concept and nature of research
(ii) Meaning, nature and scope of educational research
(iii)Types of research by purpose- Fundamental, Applied and Action
(iv) Types of research by approach- Quantitative and Qualitative
UNIT 2: Design of Research and preparation of research proposal
(i) Steps of Research
(ii) Review of Related Literature; and identification of problem
(iii)Hypothesis: Meaning, Types, Sources and Characteristics of hypothesis
(iv) Concept of population and sample
(v) Sampling procedures- Probability and Non-Probability
(vi) Tools and techniques for data collection(i.e. questionnaire, interview, observation and
Procedure of data collection , Preparation of research proposal
UNIT 3: Methods of Research
Meaning nature and steps of:
(i) Survey method
(ii) Case-study method
(iii)Historical research
(iv) Experimental research
UNIT 4: Writing Research Report
(i) Data analysis and interpretation in research.
(ii) Steps for reporting research
(iii)Reporting style (APA Style)
(iv) Plagiarism checking
(v) Referencing Style (APA Style): Bibliography, Webliography
PRACTICAL
• Preparation of a Research Proposal on any Educational Topic (Issues/ Trends/
Problems/ Psychological Topics)
Page 15 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
NB: It will be evaluated by both Internal and External examiners.
Text Books
• Best J.W. and Kahn, J. V. (2006). Research in education (9th Ed.) New Delhi: Pearson
Education Inc.
• Kaul, L. (1984). Methodology of educational research. New Delhi: Vikas Publication
• Singh, A.K. (2016). Tests, measurements and research methods in behavioural
sciences. New Delhi: Bharati Bhawan Publishers.
Reference Books
• Nanda, G.C. & Khatoi, P.K. (2012). Fundamentals of Educational Research and
Statistics. New Delhi: Ludhiana.
• Gay, L.R. (1990). Educational research-competencies for analysis and application
(3rd Ed.), Macmillan Publishing Company, New York Ary, D., Jacobs, L. C.,
&Razavieh, A. (2002). Introduction to research in education (6th Ed.). Belmont, CA:
Wadsworth/Thomson Learning.
• Bhandarkar, P.L. and Wilkinson,T.S. (2010). Methodology and techniques of social
research. Himalaya Publishing House, New Delhi.
• Creswell, J.W. (2014). Educational research-planning, conducting and evaluating
quantitative and qualitative research (4th Ed.). New Jersey, USA: Pearson Education
Inc. (Indian Reprint available at PHI Learning Pvt.Ptd.)
• Kerlinger, F.N. (1973). Foundation of behavioral research. New York: Holt Rinehart
& Winston.
• Rao, U. (2007). Action research. Himalaya Publishing House, New Delhi.
• Borg, W.R. & Gall, M.D. (1989). Educational research: An introduction. New York:
Longman.
• Corey, S. M. (1953), Action research to improve school practice, New York:
Teachers College Press
• Johnson, B. & Christensen, L. (2008). Educational research: quantitative, qualitative,
and mixed approaches. London: Sage Publication
• McMillan, J.H. & Schumacher, S. (1989). Research in Education- a Conceptual
Introduction. New York: Harper Collins.
• Mertler, C.A. (2006). Action research: teachers as researchers in the classroom.
London: Sage Publication
Core Paper VII
STATISTICS IN EDUCATION
Learning Objectives:
On completion of this course, the students will:
• Describe the importance of statistics in education.
• Organise and represent educational data in tabular and graphical form.
• Compute and use various statistical measures of average, variation and bi-variate
distribution to in analysis and interpretation of educational data.
• Describe the concept and importance of normal probability curve and interpret test
scores in using normal probability curve.
Page 16 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
• Understand the divergence of data from normality.
UNIT 1: Educational Statistics
(i) Educational Statistics-Meaning, Nature, Scope and Uses
(ii) Organization of Data: Frequency Distribution, Cumulative Frequency Distribution
(iii)Graphical Representation of Data ( Histogram, Frequency polygon , Ogive and Pie-
Diagram)
UNIT 2: Measures of Central Tendency and Variability
(i) Mean, Median and Mode- concept, computational process, uses and limitations
(ii) Range, Average Deviation, Quartile Deviation and Standard Deviation- Concept,
computational process, uses and limitations
UNIT 3: Co-relational Statistics
(i) Meaning and types of Correlation
(ii) Computation of Coefficient of Correlation by Rank Difference Method; Product
Moment Method
UNIT 4: Normal Probability Curve and Divergence from Normality
(i) Normal Probability Curve- concept, properties and applications
(ii) Skewness and Kurtosis
(iii)Interpretation of Derived scores: Z- score and T- score
PRACTICAL
• Analysis of Achievement Data of a particular class and Reporting
NB: It will be evaluated by both Internal and External examiners.
Text Books
• Aggarwal,Y.P.(2009).Statistical methods: concepts, application and
computation.New Delhi: Sterling Publishers Pvt. Ltd.
• Garrett, H.E. (1971). Statistics in psychology and education. New Delhi: Paragon
International Publisher
• Mangal, S.K. (2008). Statistics in education and psychology. New Delhi: Prentice-
Hall of India Private Limited
Reference Books
• Ferguson, G.A.(1971). Statistical analysis in psychology and education. Kogakusha,
Tokyo: McGraw-Hill
• Guilford, J.P. &Fruchter, B. (1981). Fundamental statistics in psychology and
education. New York: McGraw Hill
• McCall, R. (1993). Fundamental statistics for the behavioral Science. New York:
Harcourt Brace
• Ravid, Ruth. (2000). Practical statistics for education. New York: University Press of
America.
Page 17 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
• Seigel. S. & Castel Ian N.J. (1988). Non-parametric statistics for the Behavioral
Science. Singapore: Graw- Hill Book Co.
Core Paper VIII
HISTORY OF EDUCATION IN INDIA
Learning Objectives:
On completion of this course, the student will
• Understand the development of education in India during ancient period, medieval
period and pre-independence period.
• Describe the development of education in India during post-independence period.
• Describe major recommendations of different policies and committee reports on
education in India.
UNIT 1: Education during Ancient Period
(i) Features of Vedic period with special reference to aims, curriculum and methods of
teaching
(ii) Features of Buddhist period with special reference to aims, curriculum and methods
of teaching
(iii)Relevance of Gurukul system and Buddhist centers of learning
(iv) Ancient seats of Learning
UNIT 2: Education during Medieval Period
(i) Features of education during Medieval Period with special reference to aims,
curriculum and methods of teaching
(ii) Educational institutions during Muslim period, important centers of education.
(iii)Relevance of Islamic period
UNIT 3: Education during pre-independence period
(i) Charter’s Act(1813)
(ii) Maculay’s Minute(1835)
(iii)Wood’s Despatch (1854)
(iv) Indian Education Commission(1882)
(v) Calcutta University Commission(1917)
(vi) Hartog committee(1929)
UNIT 4: Education during post-independence period
Major recommendations of the following commissions and committees relating to the aims
of education and curriculum:
(i) University Education Commission (1948)
(ii) Major recommendations of Secondary Education Commission (1954 )
(iii)Major recommendations of Education Commission (1966)
(iv) National Policy on Education (1986), revised in 1992
Page 18 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
PRACTICAL
• Study on implementation of NPE(1986) in respect of recommendations for
elementary level
NB: It will be evaluated by both Internal and External examiners.
Text Books
• Aggrawal, J.C.(2010). Landmarks in the history of modern Indian education. New
Delhi: Vikash Publishing Pvt Ltd.
• Dash, B.N. (1911). Development of education in India. New Delhi: Ajanta Prakashan
• Das, K.K. (1993). Development of education in India. New Delhi: Kalyani
Publishers.
Reference Books
• Naik, J.P. & Narullah, S. (1996). A student’s history of education in India.New Delhi:
Mc Millan India Ltd
Rawat, P.L. (1989). History of Indian education New Delhi: Ram Prasad & Sons.
• Govt. of India. (1992, 1998). National policy on education, 1986 (As modified in
1992). Retrieved from http://mhrd.gov.in/sites/upload_files/mhrd/files/NPE86-
mod92.pdf
• Keay, F.E. & Mitra, Sukumar (1978). A history of education in India. New Delhi:
Oxford University Press.
• Ministry of Education (1966). Education and national development. New Delhi:
Ministry of Education, Government of India.
• Ministry of Human Resource Development (2004).Learning without Burden: Report
of the National Advisory Committee. New Delhi: Min. of HRD.
• Mookharjee, R.K. (1989). The Gupta Empire. Delhi: Motilal Banarsi Dass Publishers
Pvt Ltd. Mukherji, S.M., (1966). History of education in India. Vadodara: Acharya
Book Depot.
• Naik, J.P. and Syed, N., (1974). A student’s history of education in India. New Delhi:
MacMillan.
• Rawat, P.L.(1989). History of Indian education. New Delhi: Ram Prasad & Sons.
Website, www.mhrd.gov.in
Core Paper IX
CURRICULUM DEVELOPMENT
Learning Objectives:
On completion of this course, the students will
• Differentiate curriculum from courses of study, text book.
• Analyse bases and sources of curriculum.
• Describe different types of curriculum.
• Critically examine National curriculum framework- 2000 and 2005.
• Describe process of curriculum development and differentiate different models of
curriculum development.
• Evaluate curriculum using different evaluation models.
Page 19 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
UNIT 1: Curriculum
(i) Concept of syllabus, courses of study, text book and curriculum
(ii) Bases of curriculum- philosophical, sociological and psychological
(iii)Components of curriculum: Learning Objectives, Contents, Methods and Evaluation
(iv) Concept of Curriculum design
UNIT 2: Types of Curriculum
(i) Subject centered curriculum
(ii) Learner centered curriculum
(iii)Experience centered curriculum
(iv) Core curriculum
UNIT 3: Curriculum Organization
(i) Principles of curriculum construction
(ii) Selection and organization of content
(iii)Selection and Organization of learning experiences
(iv) National curriculum framework- 2005 and its guiding principles
UNIT 4: Curriculum Development and Evaluation
(i) Curriculum development- its process, role of local authority, state level agencies like
SCERT, BSE and National Agencies like CBSE, NCERT
(ii) Tyler and Taba Model of curriculum development
(iii)Meaning and nature of curriculum evaluation
PRACTICAL
• Content Analysis of any text book of elementary level
NB: It will be evaluated by both Internal and External examiners.
Text Books
• Ornstein, A.C. & Hunkins, E (1998). Curriculum. Foundations, Principles and
Issues. Boston: Allyn & Bacon, Boston.
• Oliva, P.F. (2001). Developing the curriculum (Fifth Ed.). New York, NY: Longman.
• Talla, M. (2012 ). Curriculum Development: Perspectives, Principles and Issues.
New Delhi: Pearson Publications.
Reference Books
• Beane, J.A. ,Conrad, E.P. Jr. and Samuel JA, Jr. (1986). Curriculum planning and
development, Boston: Allyn & Bacon.
• Brady, L. (1995). Curriculum development, New Delhi: Prentice Hall.
• Doll, R.C. (1996).Curriculum development: decesion-making and process, Boston:
Allyn & Bacon. Krug, E.A.(1956). Curriculum planning. New York: Harper and Row
Page 20 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
Publishers.
• Oliva, P.F. (2001). Developing the curriculum (Fifth Ed.). New York, NY: Longman.
• Pratt, D.(1980). Curriculum design and development. New York: Macmillan
Publishing Co. Inc.
• Popham, W.J. (1993). Modern educational measurement. Englewood Cliffs, N.J.:
Prentice Hall.
• Saylor, J.G., Alexander, W.M. and Lewis, A.J.(1981). Curriculum planning for better
teaching and learning. New York: Holt Rienehart & Winston.
• Taba, H. (1962). Curriculum development-theory and practice. New York: Harcourt
Brace, Jovanoich. Tanner, D. and Tanner, L.(1975) Curriculum development- theory
and practice. New York: Macmillan Publishing Co. Inc.
• Tyler, R.W.(1941). Basic principles of curriculum and instruction .Chicago:
University of Chicogo Press.
Core Paper X
GUIDANCE AND COUNSELLING
Learning Objectives:
On completion of this course, the students will
• State the concept, need, principles and bases of guidance.
• Use various tools and techniques of guidance in appropriate contexts.
• Explain the role of school in organizing different guidance programmes.
• State the concept, scope and type of counseling.
• Narrate the process, tools and techniques of counseling.
• Explain the qualities and role of a counselor.
• Describe different programmes for with differently abled children.
• Explain the role of teacher and head master in organizing different guidance
programmes.
UNIT 1: CONCEPT OF GUIDANCE
(i) Meaning, nature and scope of guidance
(ii) Philosophical, psychological and sociological bases of guidance
(iii)Need, importance, purpose and scope of educational guidance in schools
(iv) Need, importance, purpose and scope of vocational guidance
UNIT 2: EDUCATIONAL GUIDANCE
(i) Basic data necessary for educational guidance
(ii) Basic principles and main types of pupil personnel records
(iii)Cumulative records in a guidance programme
(iv) Case study procedure in guidance
Page 21 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
UNIT 3: CONCEPT OF COUNSELLING
(i) Meaning, nature and scope of counseling
(ii) Relationship between Guidance and Counselling
(iii)Different types of counseling
(iv) Steps and techniques of counseling
(v) Necessary qualities of a good counselor
(vi) Role of a counselor in secondary schools
UNIT 4: ORGANISATION OF GUIDANCE SERVICE
(i) Placement Service
(ii) Follow-up service
(iii)Individual inventory service
(iv) Occupational information service
(v) Launching school guidance programme
PRACTICAL-25
• Case Study of a Child with Special Needs or a child coming from socially
disadvantaged background
NB: It will be evaluated by both Internal and External examiners.
Text Books
• Goswami, Marami (2016). Essentials of Guidance and Counselling. New Delhi:
Lakshi Publishers And Distributors.
• Kochhar. S.K. (2017). Educational and Vocational Guidance in Secondary Schools.
New Delhi: Sterling Publishers
• Siddiqui, M.H. (2009). Guidance And Counselling. New Delhi: APH Publishing
Corporation
Reference Books
• Sharma, R. N., & Sharma, R. (2013). Guidance and counselling in India. New Delhi:
Atlantic Publishers and Distributors (P) Ltd.
• Bhatnagar,AshaGupta, Nirmala (Eds) (1999). Guidance and
counseling: A theoretical perspective (Vol.I). New Delhi: Vikas
• Bhatnagar, Asha and Gupta, Nirmala (Eds) (1999). Guidance and
counseling:A practical approach(Vol.II). New Delhi: Vikas.
• Dave, Indu (1984). The basic essentials of counseling. New Delhi: Sterling Pvt. Ltd.
• Gazda George R.M.(1989). Group counseling: A development approach. London:
Allyn and Bacon. Gibson, R.L. & Mitchell, M.H. (1986). Introduction to guidance.
New York: McMillan.
• Nugent, Frank A. (1990). An Introduction to the profession of counseling.
Columbus: Merrill publishing Co.
• Pietrofesa, J.J., Bernstein, B.,and Stanford,S.(1980). Guidance: An introduction.
Chicago: Rand McNally.
• Rao, S.N. (1981). Counseling psychology. New Delhi: Tata McGraw Hill.
• Saraswat, R.K. & Gaur, J.S.(1994). Manual for guidance counselors. New Delhi:
Page 22 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
NCERT.
Core Paper XI
DEVELOPMENT OF EDUCATION IN ODISHA
Learning Objectives
On completion of the course the students will:
• Grasp the structure of educational system of Odisha
• State the function of institutions/units at the state and district levels
• Appreciate the contribution of Utkalmani Gopabandhu Das to the thoughts and
• Practices of Indian Education narrate the Learning Objectives and implementation
process of the major education
• Schemes of central as well as state government being implemented in the state of
Odisha
• Explain the role of various state and district level institutions in education
• Analyze the scenario of higher and technical education of Odisha
• Establish linkage between higher education and development of the state
UNIT 1: Status of Elementary Education
(i) History of primary education in Odisha
(ii) Efforts to Universalize Elementary Education: DPEP, SSA and Right to Education
Act, 2009
(iii)Indicator wise position in terms of provision, enrolment, retention and achievement
for elementary level programmes: NPEGEL and KGBV
(iv) Problem and issues in elementary education
UNIT 2: Status of Secondary and Higher Secondary Education
(i) History of secondary education in Odisha
(ii) Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and its implementation in Odisha.
(iii)Role of BSE, Odisha- Problems and issues
(iv) Status of Higher Secondary Education and Role of CHSE; Problems and Issues
(v) Status of Higher Secondary Vocational Education-Problems and Issues
UNIT 3: Status of Higher Education
(i) History of Collegiate Education
(ii) Organization of higher education at the under graduation level and University level-
Present status
(iii)RUSA and its implementation
(iv) Autonomous colleges and their functioning
(v) Problems and issues relating to higher education
UNIT 4: Status of Teacher Education
Page 23 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
(i) History of Teacher Education in Odisha
(ii) Pre-service and In-service teacher education for elementary schools teachers
(iii)Pre-service and In-service teacher education for secondary school teachers
(iv) Role of DIET, CTE, IASE and SCERT
(v) Problems and issues in teacher education
Practical: 25 Marks
• Seminar Presentation (Each student has to present minimum two papers during this
semester related to themes based on Core-11)
NB: It will be evaluated by both the Internal and External Examiners.
Text & Reference Books
• Govt. of Odisha, Department of S & ME (2011). School Education at a Glance-2011-
12, Bhubaneswar
• Samal, J.K.(1984). History of Education in Odisha: 1905-1936, Sankar Bhattacharya,
Punthi Pustak, 136/4B, Bidhan Sarani, Calcutta -700004 ;p-171
• Samal, J.K.(1989). History of Modern Orissa, Firma KLM private limited,
257B,B.B.Ganguly Street, Calcutta;p-188
Websites to be visited:
• www.shodhganga.inflibnet.ac.in/bitstream/10603/.../08_chapter%202.pdf: Education
in Odisha- 1850-1900: Retrieved on dt.25.07.2012
• www.en.wikipedia.org/wiki/Odisha: Odisha - Wikipedia, the free
encyclopedia/Retrieved on dt.25.07.2012
• www.newkerala.com/states-of-india/Odisha.php: Odisha: Info on geography, history,
government, districts, business ..: Retrieved on dt.25.07.2012
• www.Odisha.gov.in/e-magazine/Odishareview/2011/Jan/engpdf/57-61.pdf:
• Gopabandhu Das:The National Education Planner of Odisha: Retrieved
ondt.25.07.2012
• www.dheOdisha.in/ Higher Education Department - Online Admission - e-Admission
for ...: Retrieved on dt.25.07.2012
• www.Odisha.gov.in/highereducation/index.htm: Higher Education Department.... -
Government of Odisha: Retrieved on dt.25.07.2012
• www.Odisha2020.org/home/Odisha-higher-education-task-force:Odisha Higher
Education Vision 2020: Retrieved on dt.25.07.2012
• http://www.scertodisha.nic.in/
• http://www.chseodisha.nic.in/
• http://bseodisha.nic.in/
• http://mhrd.gov.in/rusa
• http://mhrd.gov.in/rmsa
Core Paper XII
INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION
Page 24 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
Learning Objectives
On completion of this course, the student will:
• Explain the concept, nature and scope of ICT in education
• Explore ICT resources for Teaching and learning.
• Differentiate between Web1.0 and Web2.0
• Describe the importance of free and open source software in education
• Demonstrate the use of various application software in education.
• Develop the ability to use various tools connect the world
• Explain the content by using various subject tools.
• Explore tools and techniques of ICT for evaluation.
UNIT 1: Educational technology
(i) Meaning , nature and scope
(ii) Approaches to educational Technology: Hardware, Software and System Approach
(iii)Innovations in Educational Technology: Open Educational Resources (OER),
Massive Open Online Course (MOOC) Learning Management System (LMS)
(iv) Importance of Educational Technology for the teacher and the student.
UNIT 2: ICT in Education
(i) Conceptual Understanding: Information Technology; Communication Technology;
and Information and Communication Technology (ICT)
(ii) Relevance of ICT in Education
(iii)Nature and Scope of ICT in Education.
(iv) Content, Pedagogy and Technology Integration
(v) Challenges in Integrating ICT in Education
(vi) Use of Computers in Education- Computer Aided Learning
UNIT 3: Application of software and ICT assessment Tools in Education
(i) Word Processing Application
(ii) Spread sheet Application
(iii)Presentation Application
(iv) Free and Open Source Software (FOSS)
(v) Subject Tools: Digital Storytelling, Concept Map Software (C-Map)
(vi) Assessment Tools: Rubistar, Hot potatoes, E- portfolios
UNIT 4: Connecting with the World
(i) Use of browsers and search engines; choosing appropriate sites; search and retrieval
of information and resources; Downloading, uploading and sharing information and
resources;
(ii) Use and importance of Web 2.0 Tools: E-mail, Wikis, Social networking
(WhatsApp, Twitter, Facebook and Blogging)
(iii) Use and importance of e-library, e-books, e-journals, Inflibnet.
Page 25 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
PRACTICAL
• Development of an Objective Test using any assessment tool or development of a
Rubric using Rubistar.
NB: It will be evaluated by both Internal and External examiners.
Text Books
• UNESCO (2002). Information and communication technology in education: A
curriculum for schools and programme of teacher development. Paris: UNESCO.
• Kanvaria, V.K. (2014). A Comprehension on Educational Technology and ICT for
Education. New Delhi: GBO.
• Vanaja and Rajasekar, S. (2016). Information & Communication Technology (ICT) In
Education. New Delhi: Neelkamal
Reference books
• Senapaty, H.K. (2011). Pedagogy-Technology Integration for the
ProfessionalDevelopment of Teacher Educators. Bhubaneswar: Regional Institute
ofEducation, NCERT (Monograph).
• NCERT (2006). National Curriculum Framework 2005 Position Paper NationalFocus
Group on Educational Technology. New Delhi: Author.
• Senapaty, H.K. (2009). ICT Integrated Learning Materials on Basic School
Subjectsfrom Constructivist Perspectives. Bhubaneswar: Regional Institute
ofEducation, NCERT (Monograph).
• Singh, L. C. (Ed.) (2010). Educational Technology for Teachers and Educators.
NewDelhi: Vasunandi Publication.
UNESCO(2008).ICTCompetencyStandardsforTeachers:PolicyFramework.Retrievedf
rom http://portal.unesco.
UNESCO (2002). Information and Communication Technologies in Teacher
Education A Planning Guide. Paris: Author
UNESCO (2005). How ICT can create new, open learning environments: Information
and communication technologies in schools: A handbook for teachers. Paris:
UNESCO.Mishra, S. (2008). Developing E-Learning Materials: Some Pedagogical
Concerns. Indian Journal of Open Learning, 17 (2).
Core Paper XIII
CONTEMPORARY TRENDS AND ISSUES IN INDIAN EDUCATION
Page 26 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
Learning Objectives
On completion of this course the students will:
• Understand the importance of pre-school and elementary school education. Analyze
various problems and issues for ensuring quality education.
• State the importance of secondary education and analyze various problems and issues
for ensuring quality in secondary education.
• Enumerate the importance of higher education and analyze various problems and
issues for ensuring quality in higher education.
• Justify the importance of teacher education and analyze various problems and issues
for ensuring quality in teacher education.
• Analyze emerging concerns in Indian education.
UNIT 1: Pre-school and Elementary School Education
(i) Meaning, nature and importance of ECCE, problems and issues with regard to ECCE
(ii) Universalisation of Elementary Education: efforts to achieve UEE, SSA
(iii)Problems and issues in implementing Right to Education Act 2009.
(iv) Problems and issues in bringing the community to school, role of SMC
(v) Problems in ensuring equity and quality of elementary education
UNIT 2: Secondary and Higher Secondary Education
(i) Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and ensuring secondary education
for all.
(ii) Role of School Management and Development Committee (SMDC)
(iii)Shifting the teaching learning process from teacher centered to learner centered and
activity based classroom –problems and issues
(iv) Problems and issues with regard to vocationalisation of secondary and higher
secondary education
(v) Examination reforms at the secondary level
(vi) Widening the access to secondary education through National Open School
UNIT 3: Higher Education and Teacher Education
(i) Challenges in Higher education- expansion, quality and inclusion
(ii) Role of RUSA and NAAC for quality assurance in Higher education
(iii)Higher education through open and distance learning mode
(iv) Elementary level pre-service teacher education- problems, issues and reforms with
reference to National Curriculum Framework for Teacher Education-2009
(v) Secondary level pre-service teacher education- problems, issues and reforms with
reference to National Curriculum Framework for Teacher Education-2009
UNIT 4: Emerging Concerns
(i) Examination system: defects and reforms for making examination system flexible (
internal assessment and semester system , grading, open book examination, online
examination)
Page 27 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
(ii) Choice Based Credits System (CBCS): Concept, Learning Objectives, importance,
problems and issues.
(iii)Human Rights Education: Concept, Learning Objectives, importance, problems and
issues.
(iv) Life-Skill Education: Concept, Learning Objectives, importance, problems and issues.
(v) Peace Education: Concept, Learning Objectives, importance, problems and issues.
PRACTICAL
• Study of perception of Stakeholder’s of Education on any of the current issues based
on Pass DSE-1 and concerns, and reporting.
NB: It will be evaluated both by the Internal and External Examiners.
Text Books
• Kumar, Chanchal & Sachedeva, M.S. (2017). Vision of Secondary Education In India
in the context of 21st century. Twentyfirst Century Publications; First Edition edition
(2015)
• Pathak, K. R. (2007). Education in the Emerging India. New Delhi: Atlantic
Publishers.
• Saxena, V. (2011). Contemporary trends in education: A handbook for educators.
New
• Delhi: Pearson.
Reference Books
• Broudy, H.S. (1977) Types of knowledge and purposes of education. In R.C.
Anderson, R.J., Spiro and W.E. Montanaque (Eds.) Schooling and the acquisition of
knowledge (PP. Hillsdale, NJ: Erlbaum.
• Bruner, J.S. (1996). The culture of education. Cambridge, M.A.: Harvard University
Press.
• Butchvarov, P. (1970). The concept of knowledge. Evanston, Illinois, North Western
University Press.
• Dearden R. F. (1984). Theory and practice in Education. Routledge K Kegan & Paul.
• Delors, Jacques, et al; (1996). Learning: the Treasure within report of the
international commission on education for 21st century, UNESCO.
• Illich, I. (1996). Deschooling society. Marion Boyers, London.
• Matheson, David (2004). An Introduction to the study of education (2 Ed.). David
Fulton Publish.
• MHRD (2008). Framework for implementation of Rashtriya Madhyamik Shiksha
Abhiyan: A scheme for universalisation of access to and improvement of quality at the
secondary stage. New Delhi: Department of School Education and Literacy.
• MHRD (2011). Sarva Shiksha Abhiyan: Framework for implementation based on the
Right of Children to Free and Compulsory Education Act, 2009. New Delhi:
Department of School Education and Literacy.
• MHRD, (1992). Programme of action. Govt. of India, New Delhi.
• MHRD, Gov. of India (1992). National policy on education (revised) New Delhi:
MHRD.
Page 28 of 71BA Education (Honours, Elective & Pass) Syllabus 2019-2020
• Ministry of Law and Justice (2009). Right to education Act 2009. New Delhi: Govt of
India.
• Naik, J.P. (1975). Equality, quality and quantity: The elusive triangle of Indian
education. Allied Publications, Bombay.
• NCERT (2005). National curriculum framework 2005. New Delhi: NCERT.
• NCERT (2005). National curriculum framework, New Delhi: NCERT.
• Slatterry, P. and Dana R. (2002). Ethics and the foundations of education-Teaching
Convictions in a postmodern world. Allyn & Bacon.
• UN (2015). The sustainable development goals (SDGs) – UNDP. United Nations
• UNESCO (1998). Educating for a sustainable future: A transdisciplinary vision for
concerted action. Paris: UNESCO.
• UNICEF (2000). Defining quality in education. New York: Programme Division
(Education), Unicef.
• Wall, Edmund (2001). Educational theory: philosophical and political Perspectives.
Prometheus Books.
• WHO (1991). Comprehensive school health programme. New Delhi: World Health
Organization Regional Office.
• Winch, C. (1996). Key concepts in the philosophy of education. Routledge.
• Yadav, M. S. & Lakshmi, T. K. S. (1995). Education: Its disciplinary identity.
Journal of Indian Education, XXI (1), 01-21.
Core Paper XIV
EDUCATIONAL MANAGEMENT AND LEADERSHIP
Learning Objectives
On completion of this course, the students will
• Describe the concept, types and importance of educational management.
• Spell out the structure of educational management at different levels - from national
to institution leve
• Describe different aspects and importance of educational management.
• Describe the concept, theories and style of leadership in educational management.
• Analyze the concept, principles and structures of total quality management approach
in education.
UNIT 1: Educational Management
(i) Concept of educational Management- meaning, nature, scope and principles
(ii) Process of educational Management- planning, execution, staffing, control,
supervision, monitoring, evaluation and feedback
(iii)Types of Management:
(iv) Centralized and decentralized
(v) Authoritarian, democratic, dynamic/creative and laissez-faire
(vi) Educational Management in Odisha- structure and function with reference to school
and mass education, and Higher education
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